No.214, Strand Road, Mi Zan Ward, Sittwe, Rakhine State/ Phone:09424392406/Email:[email protected]
Peace and Development Initiative (PDI)
Post-Secondary Education Program
Needs Assessment Report
Thet Kay Pyin Village and IDP Camp,
Sittway Township, Rakhine State, Myanmar
February - March 2018
Consultant: Melanie Walker
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1. ACRONYMS 3
2. INTRODUCTION 5 3. RESEARCH METHODOLOGY 6
4. RESEARCH FINDINGS 8
4.1 Rakhine State Context 8 Conflict in Rakhine State 8 Social Cohesion 9 Rakhine State Education 10 IDP Camp and Education Management 11 IDP Youth 11 Relevant Rakhine Commission Recommendations 11
4.2 At a Glance: Thet Kay Pyin IDP Information 14 General Camp Situation 14 Secondary Education Situation 14 Post-Secondary Education Situation 15
5. RECOMMENDATIONS 16
5.1 Programmatic Recommendations 16
5.2 Long-Term National Social and Economic Plans for Sittway Township Muslim Populations 17 Integration and Conflict 17 Humanitarian and Development Assistance, and Livelihoods Opportunities 18
5.3 Curriculum and Post-Program Pathways 18
5.4 Ensuring Educational Inclusion for Marginalized Students 20 Gender Inclusion 20 Inclusion for Youth with Disability (YwD) 20
5.5 Residential Program and Meals 20
5.6 Entry Criteria / Student Recruitment 21
5.7 Teacher Challenges 21
5.8 Corruption 22
5.9 Security 23 Student Security 23 Teacher Security 24 Security of Buildings and Materials 24 Overall Program Security 24
5.10 Donor/INGO/UN Partnership and Avoiding Undermining Community Rights 24
5.11 Additional Opportunities for PDI Involvement in IDP Education 26 6. ANNEXES 27
Annex 1: Stakeholder Meeting List 27
Annex 2: Literature Review Document List 28
Annex 3: Stakeholder Views 30
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1. Acronyms
AISS Akyab Institute for Social Studies
ARSA ArakanRohingya Salvation Army
ASEAN Association of South-east Asian
Nations
CCCM Camp Coordination and Camp
Management
CMC Camp Management Committee
CSO Civil Society Organisation
CwD Children with Disability
DRC Danish Refugee Commission
DRR Disaster Risk Reduction
EIE Education in Emergencies
FGD Focus Group Discussion
GBV Gender-based Violence
GAD General Administrative Department
ICLA Information, Counselling and Legal
Assistance
IDP Internally Displaced Person
INGO International Non-government
Organisation
LWF Lutheran World Federation
MoE Ministry of Education
MoU Memorandum of Understanding
NESP National Education Strategic Plan
NFI Non-food Items
NGO Non-government Organisation
NRC Norwegian Refugee Council
NVC National Verification Card
PDI Peace and Development Initiative
PTA Parent-Teacher Association
RRD Relief and Resettlement Department
SCI Save the Children International
SEO State Education Officer
SEZ Special Economic Zone
TEO Township Education Office
TLS Temporary Learning Space
TKP ThetKayPyin
UEHRD Union Enterprise for Humanitarian
Assistance, Resettlement and
Development in Rakhine
UNHCR United Nations High Commission for
Refugees
UNICEF United Nations Children’s Fund
WASH Water, Sanitation and Health
WFP World Food Program
YEP Youth Empowerment Package
YwD Youth with Disability
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2. Introduction
This report is the documentation of the education needs assessment conducted for PDI
between 20th – 26th February 2018 by independent consultant Melanie Walker.This
assessment was the second study conducted on behalf of PDI to assess the need for a post-
secondary education program with a liberal arts curriculum for Muslim students in Rakhine
State. The first was conducted in April 2017.
The first assessment identified:
A lack of post-secondary education for Muslims in Rakhine State. (125 Muslim
students were expelled from Sittway University after the 2012 crisis and have not
been able to continue their education.) This defines the need for and justification
for a post-secondary program for this community of students who are denied
access to most forms of higher education.
Community members including expelled university students and community educator
KyawHla Aung (nominated 1990 MP, imprisoned before election; retired lawyer)
affirmed high need for a post-secondary program.
ThetKayPyin Government High School is the only government high school providing
secondary education to Rohingya students in Myanmar, and therefore could act as
a feeder for any post-secondary program.
However, PDI previous experience in central and northern Rakhine State had been with
implementing much smaller programs in rural locations for settled populations. Therefore they
lacked experience with gaining authorizationfrom Sittway township administration to operate
larger programs for IDP populations located in close proximity to Sittway town, and it was felt
that they wouldn’t be successful at that time.
Instead, PDI opened the Akyab Institute for Social Studies (AISS) as a residential
program in downtown Sittway in June 2017 for 23 Rakhine, 1 Burmese, 1 Thet and 5 Chin
students from urban and rural areas in central and northern Rakhine State, and neighbouring
Paletwa township in Chin State. Curriculum consisted of material aimed at Myanmar youth
developed by Myanmar-based Mote Oo and Thabyay Education Foundation, with syllabus
development guidance provided by a curriculum professional who established Kant Kaw
Education Center in Yangon in 2008. The first batch has 9 months of classroom study of social
science subjects (including global issues, civics and human rights education, gender, democracy
studies, peace and conflict studies, politics, environmental studies), English, computers, life and
learning skills, includes a student exchange program and is followed by 2 months service
learning with INGOs, NGOs, CSOs and schools. Further opportunities will involve employment
with some of the service learning providers and with other education providers such as Kant
Kaw Education Center in Yangon, and TheikHar in Taunggyi, and scholarship opportunities for
overseas study.
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3. Research Methodology
The needs assessment was conducted by Melanie Walker, a Yangon-based
independent consultant with extensive experience in education for displaced youth from
Myanmar in Thailand, Myanmar and Bangladesh. Melanie has worked with PDI since inception
of the organization (2013) in different capacities,including as an independent consultant. In
2017, for MA-UK Myanmar, Melanie conducted a needs assessment for education of
displaced students in Sittway Township.
The aim of the needs assessment was to assess the need for, and suitability of, a
duplicate AISS program for Muslim students, to be located somewhere nearThetKayPyin
village, Sittway Township, in order to target the IDP camp and village student populations who
had attended ThetKayPyin High School. Aspects to be assessed included desirability of
curriculum, the situation of students expelled from Sittway University as a result of the 2012
violence, community views on education of teenage girls, potential resistance towards the
program and recommended solutions, and likelihood of attendance by students with disability
and challenges to their full participation.
Limitations of the needs assessment are that question fields regarding security, the
need for a residential aspect of program and student foodneeds weren’t identified by PDI
prior to the assessment, so therefore interviewees weren’t questioned on this. However, certain
conclusions on these points have been drawn from the analysed data, and these have been
presented in the recommendations.
Conceptual frameworks of human rights, vulnerabilityand educational inclusion were
used to identify the types of marginalization which lead to exclusion from education in this
context. Interview questions were developed with these lenses, and recommendations made to
take into account PDI’s resources for programmatic implementation.
Interview questions were developed by the consultant based on discussions with PDI
Director in January and February 2018, and shared with PDI Director, Program Manager and
Education Officer prior to finalization.
Data collection took place in Thet Kay Pyin IDP camp and Sittway City,Sittway
Township, Rakhine State, between 20th – 26th February,and in Yangon between 1st – 3rd
March 2018. This included the collection of qualitative data from primary sources (stakeholder
interviews) and secondary sources (available literature). Primary data was collected by
methods of interview and focus group discussion (FGD), with semi-structured
questions.Stakeholder meetings took place with a range of stakeholders including female and
male potential students and their parents, community educators, local authorities and INGOs.
(See Annex 1 for the stakeholder meeting list.) A young male interpreter from the IDP
community with INGO experience was used for respondents in Thet Kay Pyinand a male PDI
staff member interpreted for the State Education Officer.
Information was collected on the context of post-secondary education for Muslim IDP
students, and to guide the development of the methodology of the study, through the review
of a range of literature including:
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Education situation of IDP students in Sittway township
Situation of IDPs with disability in northern Rakhine State
Government recommendations for education in Rakhine State
Needs assessment documents for PDI’s AISS program
Curriculum documents of PDI’s AISS program
PDI’s reports on the progress of AISS to donor
Relevant information collected in the literature review is incorporated into this report in
the section Rakhine State Context, below, and the document list is presented in Annex 2.
Annex 3 contains stakeholder views raw data. (Attached as a separate document.)
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4. Research Findings
4.1 Rakhine State Context
Conflict in Rakhine State
In June and October 2012, there were two waves of inter-communal conflict between
the main ethnic and religious groups in Rakhine State: Buddhist Rakhine and Muslims.1The first
wave of violence in June, which was centred on Sittway, left an estimated 78 dead, over
4,800 public and private buildings destroyed and an estimated 64,000 Muslims and 5,000
Rakhine displaced. The second wave of violence left 89 people dead, destroyed over 5,300
public and private buildings, and displaced a further 36,000 people. (UNOCHA, 2013:9)In
late 2016, insurgent attacks and the ensuing military response led to the displacement of an
estimated 90,000 people in Northern Rakhine State. (UNOCHA, 2017:1)
At the height of the crisis in 2012, the Government segregated the two communities in
order to prevent further violence and to reduce tensions. Within Sittway Township, a section of
rural Sittway on the outskirts of town was effectively cordoned off, with movement into and
out of the area controlled by a series of military checkpoints. By the end of 2012, an
estimated 84,000 Muslims displaced by the crisis had moved to the Sittway rural area, while
some 5,000 Rakhine Buddhists remained displaced within Sittway Town. The bulk of the
displaced population - 64 per cent - was based in Sittway Township. (ibid:4)
Image 1: Population of SittwayIDP camps (in households), 2017(CCCM 2017:26)
At the beginning of 2017, four-and-a-half years after the first wave of inter-
communal violence, an estimated 121,000 people displaced by the 2012 crisis remained in
36 camps or camp-like settings. (ibid:1) The majority of these people were living in camps in
Sittway (16 camps). While movement between the camps and villages in the Sittway rural
1For the purposes of this report, the term Muslims is used to refer to the population the Government refers to as “Bengali” and who refer to themselves as “Rohingya”. The labelling of this group in Rakhine State is a contentious issue and continues to fuel misunderstanding.Other ethnic groups professing Islamic faith reside in Rakhine State, including the Kaman, a group who are acknowledged as Myanmar citizens under the 1982 Citizenship Law.
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area is not restricted, severe movement restrictions remain in place for Muslims outside of the
Sittway rural area including to downtown Sittway. (Additional to the displaced, are
approximately 4,000 non-displaced Rohingya segregated in their own homes under
apartheid conditions in Aung Mingalar ward, downtown Sittway.) (USAID, 2016)
The emergence of the ArakanRohingyaSalvation Army (ARSA)in 2016 and its two
subsequent attacks on Myanmar military posts in October 2016 and August 2017, led to the
Myanmar military conducting mass “clearance operations” in northern Rakhine State over the
next months which saw countless thousands of civilians killed and raped, and over 680,000
people (some90% of the population), fleeing to Bangladesh. Reports of mass graves surfaced,
and at the time of report writing, satellite imagery was circulating of vast areas of burned
villages which had then been bulldozed, along with the evidence of the mass atrocities. The
surviving 10% of the Muslim population of Rakhine State is now primarily that residing in the
IDP camps in Sittway township.
Social Cohesion
Social cohesion is considered here through the lens of integration of the conflicting
communities. So we consider levels of interaction between Rakhine and Muslim populations and
the barrier towards integration of Muslims not being able to speak Rakhine and Burmese
languages.
There is a striking lack of interaction between Rakhine and Muslim target populations
in the Sittway township camps. One per cent or less of Rakhine households report having some
interaction with someone from the Muslim camps or villages on a weekly basis. This was mainly
for trade and business or social relations, there do not appear to be any common community
groups. The proportion of households from Muslim camps and villages reporting to have
interacted with Rakhine was somewhat higher at 13 per cent and 11 per cent respectively; this
was mainly for social relations and business/trade. Rakhine humanitarian staff working in the
camps was one of the key groups with whom Muslims could interact. (CCCM 2017:131)
Even when they were not asked about relations with Muslims, some Rakhine express
fear and mistrust of Muslims. However, other Rakhine participants were more positive. They
expressed a desire to build mutual understanding of each other and develop a better
relationship. Muslims from the camps and villages expressed desire for improved relations
with the Rakhine. The declining levels of Rakhine language spoken in the camps will make it
more difficult to improve inter-communal relations in the future. (ibid)
Ability to speak Rakhine language is an important requirement for employment in
certain sectors within the Muslim camps. Everyone working for the Government (typically camp
management committee members) and 95 per cent of those working for humanitarian
organisations were able to speak Rakhine language. Ability to speak Rakhine language was
more strongly correlated with more stable jobs than literacy, including 92 per cent of people
in full time employment.(ibid:38)
However, among Muslim populations there has been a steep decline in the proportion
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of younger men that are able to speak Rakhine language. 2 The rate of male Rakhine
language speakers in the Muslim camps drops from 84 per cent for men aged twenty years
and older to just 63 per cent of those aged 15 to 19. For the same age brackets, the rate of
male Rakhine language speakers from the Muslim villages drops from 76 per cent to 54 per
cent for the same age brackets. Far fewer females across all age groups speak Rakhine
language compared with males (29 per cent from Muslim camps and 19 per cent from Muslim
villages).(ibid:36)
Rakhine language was spoken more widely in the Muslim camps and villages than
Myanmar language. Less than one-third of males and less than 15 per cent of females from
the Muslim camps and villages were able to speak Myanmar language. Thet Kay Pyin had
much higher rates of people speaking Myanmar language. There was a large gender divide
with males speaking Myanmar at more than twice the rate of females. (ibid:38)
Rakhine State Education
The Myanmar national basic education system is ten-year grade structure with a three-
cycle system, the first cycle being the primary cycle (Grades 1-4), followed by middle
(Grades 5-8) and high school (Grades 9-10) cycles. The school year runs from June to March.
As part of the ongoing democratic transition, the system is undergoing reform in the form of
the implementation of the 2016 National Education Strategic Plan (NESP). (MoE, 2016)A key
task of the NESP is to convert the original ten-year basic education grade structureto a
twelve-year structure (incorporating one year of kindergarten). This reform is planned to take
place gradually, year-on-year, but at the time of this report, the reform hadn’t yet begun.
Rakhine State’s education sector performs poorly compared to the national average.
The adult illiteracy rate is approximately 50 percent higher than the national averageand
primary school enrolment and completion rates are among the lowest in the country.
Educational shortcomings stem from many interrelated issues, including high levels of poverty,
shortage of adequate school facilities (including infrastructure and teaching materials), and
limited teacher training opportunities. Many families struggle to cover education-related costs,
which results in a high drop-out rate. (Rakhine Commission 2017:40)
Following the wave of inter-communal violence in 2012, the lack of security has
dissuaded many government teachers from working in rural areas – especially in Muslim
villages – thus reducing the number of educational staff in areas that were already poorly
covered. Many communities have come to rely on non-governmental institutions that also teach
the government curriculum, such as community-funded schools, monastic schools, and temporary
learning spaces (TLS) organized by NGOs. There are also parallel education structures
entirely separate from the Government, such as madrasas and church schools. (ibid) As of
October 2017, only 50 of the 426 schools in northern Rakhine State had reopened after the
August violence.
2Information was collected on speaking Rakhine and Myanmar as these are considered to be central to humanitarian response and potential reintegration efforts. Information was not collected about how commonly the local Muslim language is spoken as initial discussions indicated that the vast majority in the camps could speak at least basic Muslim language. However, more research is required to understand the different levels of ability in the camps and how this affects the situation faced by camp inhabitants.
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IDP Camp and Education Management
The IDP camps in Rakhine State and are managed by local and INGO camp
management bodies. These are the local Camp Management Committees (CMC), the structure
of which is provided by the Myanmar Government’s General Administration Department
(GAD). Each has twenty-five members (including approximately four women), headed by a
chairperson (all men), working across five sub-committees of audit and office, health and
education, food and NFI distribution, safety and security, and infrastructures (WASH, shelter
etc.).These structures apparently function to more or less degrees in different camps.3
The INGO Camp Coordination and Camp Management structure is that of the Global
Shelter Cluster.4 Services are delivered by the Myanmar Government and INGOs, with sectors
including health, food, nutrition, education, protection, child protection, gender-based violence
(GBV), non-food items (NFIs), water, sanitation and health (WASH), and shelter. The delivery
of sector-specific services is coordinated through Clusters, including Education in Emergencies
(EiE) Cluster, and is overseen through the CCCM Cluster. Cluster management is conducted
monthly at the sub-national level in Sittway, and quarterly at the national level in Yangon.
Primary education is provided in IDP camps by INGOs through grades 1-5 in what are
known as temporary learning spaces (TLS). To manage the TLS it runs, Save the Children (SCI)
creates parent-teacher associations (PTAs) comprising a number of parents, teachers and a
small number of CMC members. The PTAs are utilised to manage TLS processes including
teacher recruitment.
IDP Youth
An estimated half of the people surveyed in Sittway camps are 17 years or younger,
10 years younger than the Myanmar median of 27 years. (Rakhine Commission Report,
2013:27) Overall, only 12% of 14-15 year old Muslim boys in IDP camps attend high school,
and high school-aged girls from Muslim camps were 31 percentage points less likely to be
attending school than boys. (CCCM 2017:47)
Vulnerability of IDP children in Rakhine State has been defined in research conducted
by INGOs operating in the area, and includes girls and children with disability (CwD). The
DRC research shows that an average of 2.8% people self-report having difficulties with daily
tasks, and 2% report having a disability. Of these, 22% (272) were children, of which 53%
(146) were girls and 47% (126) were boys. (DRC 2017) The CCCM research showed that
within the Muslim camps in Sittway township, high school-aged children with disabilities were
thirty-two per cent less likely to be attending school than those without disabilities. (CCCM
2017:44-45)
Relevant Rakhine Commission Recommendations
Rakhine Inquiry Commission (2013) Recommendations
3Description of CMC structures can be found in two documents attached separately, written by Richard Tracey, CCCM Cluster Coordinator, UNHCR, Sittway. 4www.sheltercluster.org
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4.2. Short and long-term strategies to reconcile differences:
Civic education must be implemented to counter extremist teachings, especially in
religious schools for Muslim communities in Rakhine State. Additionally, these Muslim
communities must be able to function in the Myanmar language; to this end, functional
literacy courses need to be implemented among these communities.
All groups must be able to speak the Myanmar language, and understand Myanmar’s
traditional cultures. Measures to promote such learning need to be implemented.
Communication and interaction should be promoted between the Rakhine and Bengali
peoples.
4.3. Measures towards reconciliation and peaceful co-existence:
The Government should foster encounters between representatives of the Rakhine and
the Bengali communities in order to help them to find means of peaceful co-existence.
8.4.7. To foster peaceful coexistence based on longer term mutual understanding, both sides
must change their political and social views. In Bengali communities…special education
initiatives are required to ensure an education that is more appropriate for a
Myanmar citizen. Similarly, the government, NGOs and other social organisations
should organize trainings and orientations for the Rakhine to reduce resentment and
mistrust of Bengalis and minimize the influence of past conflicts. Civic education needs
to be implemented in all schools. Literacy courses, also, need to be implemented
amongst communities who cannot function in the Myanmar language.
Rakhine Advisory Commission (2017) Recommendations
33. The Union Government and the Rakhine State Government should ensure – and
publicly state – that all communities in Rakhine have equal access to education,
irrespective of religion, ethnicity, race, gender, or citizenship status. The Government
should remove movement restrictions that reduce access to education, and reverse
discriminatory practices that inhibit students without citizenship from higher education.
34. To give the education sector in Rakhine a major lift, the Government should develop a
comprehensive plan for the strengthening of the state’s education sector, focusing on
equal access, improved quality of education, and upgrading of physical facilities and
teaching material. International partners should be ready to support Myanmar in these
efforts both technically and financially.
35. The Government should … ensure that all children in the state have access to education
in Myanmar language.
37. The Government should expand access to post-primary education for children from all
communities (including IDPs), and – for instance – explore the possibility of increased
IT-based solutions, as well as government-matched pupil bursary schemes.
38. To support the reconciliation process, the Government should initiate activities that help
create an environment conducive for dialogue. These may include:
Providing opportunities for Muslims and Rakhine to engage informally through joint
activities, such as vocational training, infrastructure projects, or cultural events.
Fostering tolerance through cultural mediums, civic education, and awareness-
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raising activities to dispel misinformation about religion.
Establishing joint youth centres in areas accessible to both communities, which should
promote joint activities such as sports, music, and arts.
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4.2 At a Glance: Thet Kay Pyin IDP Information
General Camp Situation
Thet Kay Pyin (TKP) IDP camp was established next to the existing TKP village, a few
kilometres east of Sittway town centre, after the 2012 violence in Sittway. As of
January 2018, it has 5,855 residents, with 910 12-17 year olds (49.5 females) and
1,087 18-25 year olds (57% females). (Shelter Cluster 2018)
Of the 5,855 residents of the camp, 72% had been displaced from Set Yone Su
Quarter of urban Sittway, with another 16% from other urban areas and the
remaining fromSittway rural areas. (CCCM 2017:30)
Norwegian Refugee Council (NRC) is the agency responsible for Camp Coordination
and Camp Management (CCCM) in Thet Kay Pyin IDP camp andSave the Children
International (SCI) is responsible for education.
Image 2: Service Delivery Actors, Thet Kay Pyin Camp, January 2018 (Shelter Cluster
2018)
In February 2018, Myanmar government released plans for “closure” of Thet Kay Pyin
camp and Aung Mingalarward in Sittway, although further details weren’t released.
(UEHRD 2018, points 22 and 23)
Secondary Education Situation
The only high school accessible to IDP youthisThet Kay Pyingovernment high school,
located in the village, which has grades from one to ten (plus one year kindergarten).
The school is attended by primarily Rohingya (Muslim) from TKP camp and village and
some Kaman (Muslim), but no Rakhine (Buddhist) attend the school.
In the 2017-18 school year, 477 boys and 136 girls are currently enrolled in grades 9
and 10,5but only about 56 and 36 respectively are of the correct age. This equates to
approximately 12% and 6% respectively of the IDP high-school age population.
(CCCM 2017:47)
Among high school-aged girls, the most frequently citied reasons for not attending
5 Data from Khin Maung, Thet Kay Pyin High School Head Teacher, 22nd February 2018.
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schoolis that “girls do not go to school in our culture” and because families would not
allow their girls to attend school.(CCCM 2017:47)
Post-Secondary Education Situation
Of the 1,087 young people aged between 18-25 residing in the camp, 471 are male
and 616 female. (Shelter Cluster 2018.)
There is high demand for improvement of English language among youth and adults:
45 private English language students reside in Thet Kay Pyinvillage and 11 in the
camp. Of these 56, 15(27%) are female.6
The Department of Higher Education opened a distance learning department in Thet
Kay Pyin High School for Muslim students enrolled in Yangon University’s distance
education program at Sittway university. Subjects are Myanmar studies, history,
geology, English. (Myanmar Times, 2017)
6 Data collected by the consultant from Headway Tutor in August 2017.
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5. Recommendations
PDI’s program concept was understood and encouraged by all Thet Kay Pyin village
and community leaders met with by the consultant. Enough parents allow the genders to study
together to achieve close equity, and entry criteria of 10th grade study (but not necessarily
matriculation) could be met by both males and females. Many community members were very
positive about education for youth with disability. Youth with mild physical disability have
been attending middle and high school without environmental adaptations, but may need the
entry criteria to be reduced to 8thgrade and teachers trained on inclusion concepts.
The State Education Office outwardly indicated interest in the program. Norwegian
Refugee Council, as camp management agency of Thet Kay Pyin IDP camp, is supportive of
the potential program as a peacebuilding and social cohesion initiative, as is Save the
Children, responsible for basic education in the location. The national-level Education in
Emergencies Cluster at Save the Children and UNICEF in Yangon are also in agreement.
Discussions raised not only access of AISS(2) for residents of Thet Kay Pyin IDP camp
and village, but access of both AISS(1) and AISS(2) for residents of the Rakhine villages
surrounding Thet Kay Pyin and the Muslim residents of Aung Mingalar Ward in downtown
Sittway city.
The greatest areas for concern are with corruption and internship placements.
Norwegian Refugee Council and Save the Children stressed major potential for corruption in
all processes, particularly securing of buildings, student recruitment and internship placements.
Onward pathways are going to be different to AISS(1), and might necessitate curriculum
adaptation to lead more heavily towards vocational training for small business, which will be
more sustainable thanemployment in INGOsleading on from internship placements.
5.1 Programmatic Recommendations
The long-term goal of the program should be integration of Rakhine and Muslim
students. To achieve this, PDI should broaden its view of the two programs AISS(1) and AISS(2)
to combine them as one program, split across two branch locations, one urban branch in
downtown Sittway city and one rural branch in Thet Kay Pyin village. (The official name of the
overall program could be “AISS” with “AISS Urban Branch” and “AISS Rural Branch”.
However, as Rakhine society has started to develop respect for AISS(1), it could cause
problems between the communities in the early years to name both schools as AISS. Therefore,
to avoid misunderstanding towards PDI, the programs should be named differently.)
However, it’s possible that the school years won’t align this year, as dependent upon
funding, AISS(2) is planned to open in-line with the national school year in June 2018, whilst
AISS(1) is planned to re-start with its second batch in August 2018. (This can be combated by
AISS(1) planning ahead to open earlier in 2019.) Also, the short-term goal for AISS(2) in the
first school year of 2018 may need to be a Muslim-only program. This will enable the
program to establish and build relationships in the host Muslim community of Thet Kay Pyin
village and IDP camp. Planning for integration could then start immediately with activities such
as:
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Community consultations in Rakhine villages surrounding TKP before the
establishment of the rural branch, to inform them of the plans, gather and answer their
concerns, and conduct student recruitment for the urban branch. (See student
recruitment section.)
Continual outreach within the first year to the surrounding Rakhine villages to sensitize
them to the program and encourage them to join a mixed program in the second year.
Program exchange visitsbetween the two branch programs in Term 3 (dependent on
securing travel permission for the Muslim students to visit downtown Sittway). If not,
again depending upon permits, AISS(1) students could attend AISS(2) program in Term
3 for combined daily or weekly classes.
If the 2019 school year can be planned for both programs to open in June 2019, the
student recruitment process for both programs could be combined, targeting general
Rakhine and other youth in central and northern Rakhine, and Muslim youth in Aung
Mingalar ward in downtown Sittway and the IDP camps in Sittway township. Students
would state which program they preferred to attend.
5.2 Long-Term National Social and Economic Plans for Sittway Township Muslim
Populations
This section considers the long-term plans for populations of not only Thet Kay Pyin IDP
camp and village, but the residents of the Rakhine villages surrounding Thet Kay Pyin and the
Muslim residents living in apartheid conditions in Aung Mingalar Ward in downtown Sittway
city. Social, economic and conflict aspects are included.
Integration and Conflict
In February 2018, Myanmar government released plans for “closure” of IDP camps in
Sittway township, starting withThet Kay Pyin IDP camp andthe apartheid ghetto of
Aung Mingalar Ward in Sittway city, although further details weren’t released.
(UEHRD 2018, points 22 and 23)
INGOs have heard that the government may have reneged on plans for TKP being the
first location for “closure” and that instead the first location may be another smaller
camp in the same area. They predict that the strategy for “closure” will be that there
will be no return to original locations but that fences will be dropped and
infrastructure provided (incl. longhouses being removed and replaced with four-storey
houses) so that people who accept NVC can remain where they are. But restrictions
upon movement won’t be lifted and return to original locations allowed won’t be
allowed. Essentially, this population will continue to live under a system of apartheid.
According to NRC, the government has begun their plan to “close” Aung Mingalar
Ward in downtown Sittway by providing security-escorted twice-weekly visits for
residents to the downtown market with the intention of trust-building to enable the safe
removal of fences around Aung Mingalar. But there is high potential for conflict due to
this strategy, as the Muslims who lost buildings and businesses to the Rakhinesafter they
were enclosed in Aung Mingalarwill most likely want to reclaim their property. Without
access to justice to address this issue, the two groups could again descend into violent
conflict on the streets of downtown Sittway.
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However, reintegration could be thwarted by a group known as the Ancillary
Committee for Reconstruction of Rakhine National Territory in the Western Front
(ACRRNT), locally known as CRR, lead by Rakhine historian Dr. Aye Chan, which was
established in September 2017 to resettle Rakhine from other areas on land in
northern Rakhine State. CRR resettled the first groups before the new year, and they
met in Sittwe on 24 February to further discuss Rakhine resettlement into Muslim areas
in NRS and resisting Muslim repatriation from Bangladesh.
Students in Aung Mingalar Ward could be considered for AISS(1) if they are allowed
to move freely around Sittway after “reintegration”. DRC’s protection cluster members
may have early ideas about this.
Humanitarian and Development Assistance, and Livelihoods Opportunities
The INGOs believe that special economic zones (SEZs) will be created just north
ofSittway in Ponnagyun, at the Indian Kaladan project site (with UEHRD backing), and
further north in northern Maungdaw. Apparently, the government has said there will be
factories, including textile factories, which will need labour.
A great deal of humanitarian and development assistance is planned or has already
been secured for Rakhine State,including from Japan and UN agencies. (UNICEF
2018)
SCI has declared that the Rakhine State government needs to develop a 5-10 year
plan for development of the region. All strategy needs to be long-term, starting with
infrastructure and basic facilities.
Rakhine State Government strategy towards INGOs activities is tightening. The
Security Minister convened a meeting with the INGOs on 7th February and declared
that all INGO MOUs will be checked and no operations allowed without MOU, plus all
activity plans and materials (incl. training agendas, handouts) etc., in Burmese
language, are to be submitted to government-initiated public-private partnership
organization the Union Enterprise for Humanitarian Assistance, Resettlement and
Development in Rakhine (UEHRD) and agreed before operations are allowed to
commence. Therefore, UEHRD is being promoted as the government humanitarian
department to closely scrutinize and manage INGO activities.
5.3 Curriculum and Post-Program Pathways
Currently the post-program pathways of AISS(1) are:
1. Internships in Rakhine State and around Myanmar leading to
o Community development jobs with CSOs, NGOs and INGOs;
o Teaching in non-formal education programs;
2. Further education opportunities around Myanmar, some of which will lead to
international scholarships.
However, the movement restrictions upon the target group of AISS(2) will mean that
their post-program pathways will be limited to:
1. Employment options within the restricted surrounding area with:
a. INGOs (not sustainable after INGO phase-out);
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b. Teaching in primary and middle schools in Muslim villages around Sittwe
township, temporary learning spaces (TLS) in IDP camps, as primary
teachers in TKP High School and as private tutors;
c. Own small business (will need start-up funding);
d. Factory work in SEZ to be developed in Kaladan project zone (monotonous
work for students with academic skills);
2. Establishing small community development activities such as community libraries,
story-telling groups, civic funeral groups.
3. Very few pathways to further study through EPOP (Headway Tutor has plans to
implement this) and higher education programs around Myanmar, very few of
which will lead to international scholarships (the major barrier will be with lack of
travel documents for this target group);
4. Risky migration to other Asian countries.
INGOs are predicting difficulty to secure 20+ internships in mid-2019 with their
organisations in TKP, and that after the internships, there will be little job continuation.
Additionally, sustainability of employment needs to be considered after the INGOs phase out,
which is expected to happen after the “integration” of the community. Therefore, it is
suggested that curriculum should be targeted to support the needs of other post-program
pathways into vocational training, apprenticeships and small-business start-up. Additionally, it
should be expected that some of these students will migrate to overseas countries, so therefore
material on “safe migration” should be incorporated into the curriculum.IT livelihoods might be
worth exploring as IT will be relevant for a long time to come. IT support that INGOs in the
area need include filming videos for learning platforms, and teaching how to use tablets and
computers for learning. If considering education to lead to small business start-up, then
business and financial skills will need to be included.
Contradictory information was received from NRC and SCI on the length of planning
time that INGOs need for planning internships in TKP. NRC in Sittway said that budget
planning for the internship period of mid-2019 will start soon (March 2017) and that
internship requirements need to be included in these discussions, However, SCI Yangon
declared it could be raised just 2-3 months in advance. However, consider that the Sittway-
based staff will have a better understanding of the necessary processes than the Yangon-
based staff.
Market analysis for VT and apprenticeships may be needed to ensure that only
essential skills are identified and developed. However, PDI doesn’t have the knowledge
resources to do this, and it’s costly to hire a someone skilled enough to conduct it. Instead,
reach out through the EIE Education Cluster to discover if any INGO has conducted it recently
and if PDI can access it.7
Consider certification of AISS programs through the ASEAN post-secondary education
certification system. (Lindsey will inform about this.)Never mention travel documents when
discussing potential scholarships as it could lead to prosecution for people trafficking!
7Be aware that the data collected through market analysis quickly becomes irrelevant as the market situation changes. You need to try to access one conducted within the past year.
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5.4 Ensuring Educational Inclusion for Marginalized Students
In this situation in Rakhine State, Muslim students are marginalized not only by their
ethnicity (Rohingya) and religion (Islam) but in other ways including gender and levels of
physical and mental ability.
Gender Inclusion
Parents and female students claimed they could study together with male students if
their safety can be guaranteed, from sexual harassment from male students and
teachers, and from danger on the journey to/from the program.
Initially, recruitment of female students should be aimed at those whose parents allow
mixed study. But continual outreach should be conducted regularly within the duration
of the first year to more conservative/less educated parents to encourage their girls to
join the programthe following year.
Don’t consider gender-segregated classes for this program as it would be too difficult
to manage as it would be like teaching two programs.
Inclusion for Youth with Disability (YwD)
This community seems not to recognize mild physical disability as such, and many
people can access services.
Any strategy to integrate YwD onto PDI programs should be gradual, aiming first at
youth with mild physical disability and taking time to understand and meet their needs
before attempting to reach out to youth with more serious disability.
All four camp management agencies (NRC, DRC, LWF, SCI) have programs for
“People with Special Needs”, so they can distribute the program application form to
YwD in TKP camp and village.
Reduce the grade requirement for youth with disability providing they can pass the
entry exam.At least 3 young males with mild disability (lameness) were identified by
stakeholders who thought they could pass the entrance exam. No females with
disability were identified, so additional outreach needs to be conducted to locate
them.
Consider the TLS teacher with mild disability and good English as for the position of
AISS(2) English teacher as he could be a good role model for students.8
Gain local expert advice on educational inclusion for YwD from national People with
Disability (PwD) organisations such as Myanmar Independent Living Initiative (MILI) and
Shwe Min Tha Foundation (SMTF), both Yangon-based and with Sittway presence.
Review Kant Kaw Education Center’sforthcoming assessment (May 2018) and
recommendations on simple strategies for educational inclusion for YwD.
5.5 Residential Program and Meals
AISS(1) is a residential program as students were recruited from urban and rural
areas in central and northern Rakhine State and neighbouring Paletwa township in
Chin State. However, it is not expected for there to be a need for AISS(2) to be
8This person could be located by the interpreter Brights.
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residential, as the students will be recruited from the immediate vicinity within the
restricted/apartheid area. Additionally, it is doubtful that Muslim parents would allow
daughters to leave home to stay in a dormitory. However, the consequences of students
not living in a dormitory are that they may be less available in the evenings and
weekend for additional study and clubs, so the curriculum will need to be adjusted to
take this into account.
It is recommended to provide daily meals (lunch and dinner if possible), equally to all
students from camps and villages. IDP camp residents receive rations from WFP but
village residents in the area (Muslim and Rakhine) do not, so they have to work to get
money for food. So if PDI doesn’t provide food, it could be difficult to recruit village
residents. And providing meals only to village residents but not camp residents has the
potential for creating conflict. (WFP has informally said that if camp youth receive
meals at school, their rations won’t be reduced.) Additionally, if PDI decides to provide
meals, cultural dietary requirements will need to be made. (For examples, Muslim
people don’t eat pork and may need other food to be prepared to Halal standards.)
5.6Entry Criteria / Student Recruitment
For males and females, grade 10 study (but not necessarily passed) should be
acceptable. If problematic, reduce to grade 9 for youth who have been unemployed
for a year or more (to avoid recruiting youth who should continue to grade 10). Drop
the grade requirement for youth with disability providing they can pass the entry
exam.
Some students will want to attend the program part-time to enable them to continue
working, so communicate program information (full-time program) and entry
criteriavery clearly (students are expected to attend full-time, 5 days/week, 9am-
4pm), and develop policy to immediately exclude any students who miss too many
classes.
All students will need free education but to create a sense of community ownership,
consider approaching wealthy community businesses for contribution. However, be
aware of and avoid creating opportunities for corruption.
Be aware that students who were previously from urban areas had better education
than students from village areas and this may be reflected within the student group.
For example, more camp youth than village youth may have jobs already, so the
village youth proportion may be larger.
To reduce the chance of corruption, PDI could consider following the SCI TLS
management model of forming a parent-teacher association (PTA), including some
parents, teachers and a small number of CMC members. This PTA can then be utilised
to manage program processes including student recruitment and internship
placements.Ensure transparency of all processes, including paper and verbal
dissemination to inform the community of the process beforehand.
5.7Teacher Challenges
This program is going to present many different challenges to teachers than experienced in
AISS(1).
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Teachers will need to be confident not only in teaching but also in working in the
Rakhine conflict context, to be able to manage the number of day-to-day social and
environmental challenges that are going to arise from being based in TKP.
Muslim community teachers in TKP high school receive no teacher training from the
government, so it shouldn’t be expected for them to have communicative teaching
methods.
All teachers will need to receive pre-service training on:
o Islamic and community cultures including gender, to ensure that teachers can:
Identify and know how to quickly stop sexual harassment of female
students by male students;
Adapt the gender syllabus to be culturally sensitive.
o Disability, to ensure that they can identify and know how to quickly stop
discrimination of YwD which will exclude them from learning.
o Security, to understand the sensitivities of the community, language to avoid
(such as “Bengali”, etc.)
Non-Muslim teachers will need to be based in Sittway so will need daily transport to
TKP.
Rakhine teachers who are inexperienced with working together with Muslims may
initially be afraid to teach here, and non-Rakhine teachers may find the environment
more challenging. But for social cohesion purposes, both should be encouraged and
receive greater support in the early phase.
Therefore, as it is expected for AISS(2) to be a much more challenging program than
AISS(1), it is recommended that PDI positionsits most-experienced teachers in AISS(2) and less-
experienced teachers in AISS(1). Additionally, AISS(2) should have a manager/education
officer based on site full-time, to be able to deal with all issues immediatelyas they arise. This
staff member should not be expected to split this role across locations with AISS(1).
PDI management should facilitate risk assessment with teachers prior to their position
starting, so that everyone knows and understands all potential risks and agreed responses.
The risk management plans should be printed and everyone given a copy. Copies should be
displayed on the walls of both offices and updated regularly.
5.8Corruption
Major issues with corruption by CMCs in TKP camp and village will affect all PDI
planning, implementation and monitoring, from securing buildings for the program, through
teacher and student recruitment to internship placements. (All INGO services should be free,
but CMCs try to make money from all individual processesby charging for these services,
giving jobs to their family members, charging non-family members fees to get jobs, etc.)It is
highly advised to never pay CMC for anything.
INGOs have developed strong anti-corruption methods to deal with corruption there
and can assist PDI through most processes if you coordinate with them early to plan strategy.
Their methods include:
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SCI designed an awareness poster to inform the community that all programs, including
education and other assistance, are free and that people should use the complaints
mechanism if they encounter corruption. The poster is displayed in many locations
around TKP camp and village.
NRC CCCM interacts with CMCs and requests assistance for small activities, like
information sharing. Whilst their time is taken up with this, larger more sensitive
activities take place without their knowledge.
Save the Children (SCI) creates parent-teacher associations (PTAs) comprising a
number of parents, teachers and a small number of CMC members to manage process
such as student recruitment and reduce chance of corruption.
Both NRC and SCI have very fast corruption mechanisms for beneficiaries to report
corruption issues. PDI should understand how they work and possibly duplicate.
Additionally, PDI should:
Take CCCM Cluster offer of assisting with corruption issues if necessary.
Use Education Cluster support if necessary to get permissions for the program.
5.9Security
Security of students and staff needs to be the firstpriority of all aspects of this
program. Points on security were raised by stakeholders in relation to students, teachers,
buildings and material, and the overall program.
Student Security
The authorities permit movement of Muslims within the restricted/apartheid area
including Thet Kay Pyin, Bu May, Thae Chaung, Da Pai, so general security of students
shouldn’t be problematic.
However, as Muslim parents won’t allow daughters to travel far to and from their
homes without guaranteed security, which PDI may not have the resources to provide, it
should be anticipated that only female students from the immediate area around the
where the program is located will be allowed to attend. (For example, female students
from TKP may only be allowed to attend a program nearby TKP, not in Bu May which
may be considered too far.) It is assumed that the highest number of female students
who studied in TKP High School live in close proximity to the school (TKP village and
camp), so locating the program in this vicinity could guarantee better chance of
meeting gender equity goals (50% female students), but locating the program further
from TKP High School will make the goal more difficult to achieve as fewer qualified
females live in those areas. Therefore, it is recommended that a further assessment is
taken of numbers of potential female students, in locations other than TKP where PDI
may be considering locating the program, to check potential for meeting gender
equity goals.
If the program is to be planned anywhere outside of the restricted area, then authority
permission will be needed to transport the students out of the camps. This could raise a
number of security problems:
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o Transport could be attacked by Rakhines from the villages surrounding the
restricted area if they feel that they’ve not been consulted or offered
placement on the program.
o Due to fear of this, Muslim parents won’t allow girls to attend the program.
If Rakhine village youth are invited to join the program, they may not feel safe to
attend if the program is in TKP camp, but may feel safer in TKP village. However, their
security from the Muslim population as they walk to/from school will need to be
guaranteed.
Teacher Security
INGOs say there should be no difficulties for the Muslim community to accept Rakhine
or other Myanmar teachers as they are used to interacting with Rakhine INGO staff
members.However, Rakhine teachers who may be inexperienced with interacting with
Muslims may be afraid to teach in this program.
If concerned about acceptance of Rakhine or other Myanmar teachers, discussions
should be held with the community prior to the hiring of the teachers, and formal
introductions made before the program starts.
Security of Buildings and Materials
INGOs warn that program materials, including computers and teaching materials,
maybe stolen if left in buildings overnight, so nightguards will need to be hired or staff
required to sleep over, although authority permission may be required for this.
Partnering with an INGO to locate the program in their buildings may be a security
strategy to explore. (Suggested by NRC.)
Overall Program Security
Village and camp authorities (heads of camp management committees, CMCs) assured
assistance for security for teachers, but overall security strategy needs to be wider.
Any security strategy should be based on a policy of transparency and ongoing
coordination with all stakeholders, including:
o Village and camp authorities (CMCs),
o Respected community members such as educators KyawHla Aung, Headway
Tutor, and Thet Kay Pyin High School Head Teacher,
o Surrounding Rakhine villages,
o TKP camp management agency NRC, Education Cluster, CCCM Cluster.
The Rakhine villages surrounding the restricted area in which TKP is located need to be
assessed for inclusion on to PDI programs, and if they’d like to attend, then the Muslim
community needs to be consulted also. If they’d like to attend the school but wouldn’t be
accepted by Muslims, PDI should develop a communications strategy to ensure that this
Rakhine community knows that entry to AISS(1) is available to them. Overlooking their needs
could fuel Rakhine accusations that aid is for Muslims only, which could lead to further conflict
between the two communities in this area and animosity towards PDI which could affect the
security of the program.
5.10 Donor/INGO/UN Partnership and Avoiding Undermining Community Rights
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The majority of INGOs in Rakhine State have traditionally relied upon a direct-
implementation model whereby the directly implement in the target communities without
involvement of local NGOs. However, the Rakhine State Government is limiting their power to
do this, so they are needing to identify local NGOs to work through. This is resulting in INGOs
negotiating partnership for their agendas, not local agendas. Additionally, INGOs
understandably perceive the environment in which they work through their perspective and the
advice they give to local NGOs may not be so practically relevant to local NGOs.
This is raising a number of challenges for local NGOs:
Understand that INGO agendas guide all discussions and don’t feel that PDI needs to
believe or follow all INGO advice.
Resist partnership with INGOs who promote their needs over PDI needs. If they really
want to partner with PDI, they should partner on your needs first, theirs later.
Be careful of partnering with INGOs who will only work with NVC accepters and
ensure that INGO partners don’t tell the community that PDI will only work with NVC
accepters. You may need to develop a transparent communications strategy around
this to inform communities that you will work with both NVC & non-NVC accepters.
Be aware that to accept INGO staff/volunteers seconded (borrowed) to PDI as staff,
the INGOs can’t change their salary structures which will mean that PDI will have
unequally-paid staff.
Be careful of partnership with INGOs who don’t understand the need to maintain an
unbiased position between the Muslim and Rakhine populations and the government as
it will affect how PDI is perceived amongst these stakeholders. (For example, NRC
demonstrated in two separate incidents during the data collection period a total lack
of understanding for the need to avoid referring to the population as “Bengali”, once
throughout the duration of a three-hour meeting with the consultant, and once in a job
advertisement which was noticed and condemned by the international advocacy
community.)
Partnership opportunities include:
For security, consider partnering with NRC to locate the program in their buildings.
Consider requesting SCI for WASH facilities (toilet blocks, etc.) for AISS(1) and
AISS(2), if necessary.
Link with INGOs for post-program inputs such as VT, apprenticeships, small-business
start-up rather than PDI implementing these programs directly. However, if necessary,
NYMCA can give advice on donors for this.
Stakeholders still to consult with prior to program implementation are:
Tin Hlaing, Muslim businessman, private education donor in TKP. (Can be contacted
through interpreter Brights.)
TKP religious leaders: Islamic University Chairman MV Amir Sharib, Secretary MV
Hafiz
Marta Ricci, DRC Child Protection Specialist, Sittway. [email protected] (for
whether Aung Mingalar students could attend AISS(1) after government “closes” or
“re-integrates” Aung Mingalar)
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Hla Aung Thein, SCI Child Protection Program Manager (to discuss protection issues
regarding female students and availability of existing empty structures in TKP).
People with Disability organisations Myanmar Independent Living Initiative (MILI) and
ShweMinnTha Foundation (SMTF). Aye KhaingHla, MILI Sittway Field Coordinator, 09
254300936. Khin Aye Naing, SMTF Sittway Field Coordinator,
[email protected] (Both can be contacted through their organisation’s Facebook
pages.)
5.11 Additional Opportunities for PDI Involvement in IDP Education
Throughout the assessment process, a number of other opportunities presented
themselves for alternative ways in which PDI could support education of this population and
others. These are listed here.
Women’s literacy classes
Women’s English & computer classes (not in TKP, to avoid overlap with Headway Tutor)
Teacher training for TKP High School
Outreach to uneducated parents to allow girls’ education
The Myittar Waddy Blind Education Centre in Sittway9 has at least one blind youth
with very high English language speaking skills who the consultant met in October
2017. This young Rakhine man could be asked to volunteer to conduct English speaking
circles for PDI office staff and AISS(1) students, and then asked to consider what
supports would be necessary for peers to join the program. (Obviously he can’t read
printed text, but he makes his own braille, so something could be possible if he was
partnered with a seeing peer.)
Inclusion of Hindu students from Sittwe City should be considered on AISS(1). As their
ethnic background (from the Indian sub-continent) is very similar to that of the Muslims
in Rakhine State, inclusion on AISS(1) will help a great deal with expanding Rakhine
views of “the other”. Recruitment procedures may need to be lengthened to give
greater time to reach out to their community in Sittwe. Dietary requirements of
accepted students will need to be considered equally alongside those of all other
students. (Particularly, they may require vegetarian-onlymeals and are unable to eat
beef.)
Consider NRC’s offer to partner in Buthidaung, maybe for LDP inputs incl. psychosocial,
civics, peace negotiation and mediation skills, mobile vocational training (NVC).
9The MyittarWaddy Blind Education Center has a vocational training center (massage) in the Viewpoint Hotel on Strand Road. ShweKyawTha, Director, 09 423987388. Student Zaw Lin Aung 09 423126989.
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6. Annexes
Annex 1: Stakeholder Meeting List
Date Location Stakeholder
Type Details
20.2.18 Thet Kay
Pyin
village
Potential
students
1. 6 young Muslim males
21.2.18 2. 4 young Muslim females
Parents 3. 4 male parents of male and female students. Holil Rahman,
Abdul Khadir, Mohammed Iqbal, MaungPhyu.
Community
Educators
4. Karim (Headway Tutor), provider of youth English and
computer classes, 09256332282. [email protected]
Thet Kay
Pyin
village
5. KyawHla Aung, community leader (education)
09401537915
6. KhinMaung, Head Teacher, Thet Kay Pyin High School
Authorities 7. Hla Min, Thet Kay Pyin village administrator
8. ShweMaung, Thet Kay Pyin camp administrator
23.2.18 Sittway
City
9. Sein TunHla, 2nd State Education Officer
09458033311
10. Thein Kyaw, Township Education Officer
095680241
24.2.18 INGOs 11. Denise Holland, Area Manager NW Region; Vincent
Trinidad, Acting Education Program Development Manager;
Norwegian Refugee Committee.
[email protected] 09458582593
26.2.18 12. PamatheesanKopalapillai, Head of Regional Office, Save
the Children, 09425450543,
[email protected]; Wai Zin
Aung, Education Program Manager,
13. Yasmine Colijn, CCCM Project Coordinator, Norwegian
Refugee Committee. 09250526637, [email protected]
14. Nu Mya Zan / Anna; Information, Counselling and Legal
Assistance Program Manager, [email protected] Jose
Arraiza, ICLA Specialist, [email protected], 09
776310548, Norwegian Refugee Council
1.3.18 15. Elisa Radisone, National EIE Sector Co-Coordinator, Save
the Children, Yangon; [email protected]
Lindsey Shearer,National EIE Sector Co-Coordinator,
UNICEF, Yangon;[email protected]
3.3.18 16. Richard Tracey, Rakhine CCCM Cluster Coordinator,
UNHCR, Sittway. [email protected] 09448027896.
(telephone conversation)
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Annex 2: Literature Review Document List
Children, Youth and Education
The Republic of the Union of Myanmar. The 2014 Myanmar Population and Housing Census, Thematic
Report on Education, Census Report Volume 4-H
http://myanmar.unfpa.org/sites/default/files/pub-pdf/4H_Education.pdf
The Republic of the Union of Myanmar. The 2014 Myanmar Population and Housing Census, Thematic
Report on Children and Youth, Census Report Volume 4-M
http://myanmar.unfpa.org/sites/default/files/pub-pdf/4M_Children_and_Youth.pdf
REACH. Joint Education Sector Needs Assessment in North Rakhine State, Myanmar. 2015.
http://www.reachresourcecentre.info/system/files/resource-
documents/reach_report_rakhine_joint_education_needs_assessment_november_2015.pdf
The Government of the Republic of the Union of Myanmar, Ministry of Education, National Education
Strategic Plan 2016-21
http://resources.mmoe.myanmarexam.org/docs/nesp/NESP_SUMMARY_English.pdf
Myanmar Times, 26 October 2017. New agency for Rakhine Muslim Students.
https://www.mmtimes.com/news/new-agency-rakhine-muslim-students.html
Disability
The Republic of the Union of Myanmar. The 2014 Myanmar Population and Housing Census, Thematic
Report on Disability, Census Report Volume 4-K
http://myanmar.unfpa.org/sites/default/files/pub-pdf/4K_Disability.pdf
UNICEF. Situational Analysis of Children with Disabilities in Myanmar. 2016.
https://www.unicef.org/myanmar/Full_report_in_English.pdf
Danish Refugee Council. Disability and Access to Services in IDP camps, Rakhine State, Myanmar.
2017. Internal document, soft copy stored with the consultant.
Gender
The Republic of the Union of Myanmar. The 2014 Myanmar Population and Housing Census, Thematic
Report on Gender Dimensions, Census Report Volume 4-J
http://myanmar.unfpa.org/sites/default/files/pub-pdf/4J_Gender_Dimensions.pdf
Rakhine Conflict Documents
Republic of the Union of Myanmar. Final Report of Inquiry Commission on Sectarian Violence in Rakhine
State. 2013. http://www.burmalibrary.org/docs15/Rakhine_Commission_Reporten-red.pdf.2013
Advisory Commission on Rakhine State. Towards a peaceful, fair and prosperous future for the people
of Rakhine, Final Report of the Advisory Commission on Rakhine State. 2017.
http://www.rakhinecommission.org/the-final-report/
Centre for Diversity and National Harmony (CDNH). Rakhine State Needs Assessment. 2015.
http://www.cdnh.org/publi- cation/rakhine-state-needs-assessment/
Gabrielle Aron and David Gilmore, Navigating Change: Crisis and Crossroads in the Rakhine State
Context, CDA Collaborative Learning Projects. 2017. http://cdacollaborative.org/wordpress/wp-
content/uploads/2017/04/Navigating-Change-Crisis-and-Crossroads-in-the-Rakhine-State-Context-
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http://www.cdnh.org/publication/building-resilience-to-communal-violence/
Union Enterprise for Humanitarian Assistance, Resettlement and Development in Rakhine, 2018.
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Humanitarian Organisational Documentation
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CCCM 2017: Camp Coordination and Camp Management (CCCM) Cluster, Sittway Camp Profiling
Report, 2017.
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UNOCHA 2017. Myanmar Humanitarian Response Plan – Monitoring Report (January to March 2017).
2017. p.1 http://relief-web.int/report/myanmar/2017-myanmar-humanitarian-response-plan-
monitoring-report-january-march-2017.pdf
USAID 2016. Burma-Complex Emergency. Fact Sheet #3, Fiscal Year (FY) 2016. July 5,
2016.https://www.usaid.gov/sites/default/files/documents/1866/burma_ce_fs03_07-05-2016.pdf
Shelter Cluster 2018.Thet Kay PyinCamp Monitoring Info-Graphic, NRC Report January 2018.
https://www.sheltercluster.org/rakhine/documents/thet-kay-pyin-camp-monitoring-info-graphic
UNICEF 2018. Press release: New partnership to reach half a million people in Rakhine with
humanitarian and development aid. 22 February
2018.https://www.unicef.org/myanmar/media_27432.html
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Annex 3: Stakeholder Views
(Attached as a separate document.)